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ERIC Number: EJ811885
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1366-4530
The Impact of Policy upon Practice: An Australian Study of Teachers' Professional Development
Hardy, Ian
Teacher Development, v12 n2 p103-114 May 2008
This article presents a case study of the sociological effects of two Australian educational policies--one federal and one state--upon the professional development practices supported by a group of teachers and administrators working together across a cluster of six schools in a rural community in south-east Queensland, Australia. The article draws upon Pierre Bourdieu's concept of "fields", and recent extensions of this theory, to show how policy tensions between managerial and democratic approaches to professional development played out in practice. Data sources included transcripts of monthly meetings, interviews, and observations of the group and the activities they organised within the cluster. The data show that policy pressures to engage rapidly in a complex reform agenda ultimately militated against policy support for more context-specific, long-term, inquiry-based, collaborative professional development practices. Understanding how policy tensions influence practice is necessary for the design and implementation of more effective policy interventions. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia